In order to make these readings accessible to as many people as possible, I have written them in a style that is not overly abstract or technical. Important concepts in psychology and psychoanalytic theory appear throughout the book, but I try to present them in an “experience-near” rather than “experience-distant” way that I hope makes them useful in understanding everyday living in cyberspace. The emphasis is on practical concepts rather than purely academic ones. Other versions of these articles appear in various professional journals. These publications are indicated within the articles and in the article index.

Below is the table of contents for the seven major sections in this book. Clicking on a bullet will produce a pop-up window containing an abstract of the article in that section. To use this feature, you may need to turn off any pop-up blockers in your browser. All links on this home page produces a new window that is place on top of this page. The graphic that appears to the right of each of the seven sections below is a link to the part of the overview article that summarizes the articles within that section.

The stones of the main monument appear to form layers of circles and horseshoe patterns that slowly enclose the site. First there is an outer stone circle, now mostly in ruin. Within this are a smaller set of stones, also set in a circle. Within the centre of the monument are trilithons — two pillar stones with one stone on top — in the shape of a horseshoe. Within this is another smaller set of stones, also in a horseshoe.
 

 The monument captured at sunset.

But it is a monument made of more than just rocks. There is the henge, or a ditch and bank, that surrounds the stone circle. There is also a laneway that extends from the northeast side of the monument from the open horseshoe to the River Avon, a few kilometers away. Several stones mark this laneway, just outside the hinge of the monument.

It doesn’t sound all that different from many of the other stone circles being constructed around this time. So, why does this megalithic monument draw so much attention? Christopher Witcombe, a professor of art history at Sweet Briar College in Virginia and an authority on Stonehenge, believes that much of Stonehenge’s intrigue can be explained in terms of the advanced architecture shown in the erection of the site.

“The world seems to have gone through a kind of megalithic period where they were moving large stones around and putting them into various positions in the landscape,” says Witcombe. “Stonehenge, compared to those, is a fairly sophisticated piece of architecture.” The outside set of stone pillars, complete with linking top stones, called lintels, form a complete circle. How the builders would have known how to shape the lintels in such a way so that they remain flat but still form a gentle circle would be considered architecturally advanced for the time period. In addition to this, these top stones were attached to the pillars in a technique still being used by carpenters today — by mortice-and-tenon joints. The top of the upright stone would have been shaped to have a protruding section that fit into a carved out slot in the lintel.

Jutting out from the green landscape of the English countryside, the circles of stones and outlying monuments emit a power that must have been ingrained in the site itself. But it is a magnetism that can’t be explained by architecture alone. Much of Stonehenge’s intrigue stems from the fact that the stones are so shrouded in mystery, a characteristic that is magnified by its age. “The very fact that [the stones] have survived must mean they are special in some way — and we afford them that sort of quality,” says Witcombe.

Stonehenge was constructed in three phases, over a 2,000 year period between 3000 BCE and 1400 BCE. Erosion, time and human invasion has worn it down, leaving many of the stones in stumps similar to a set of baby teeth.

Although the site may not be as majestic as it once was, it still conveys a sense of power that seems to enclose people in its mystery, allowing no one to escape from the riddle of its purpose. Today, there is enough left of Stonehenge to speculate on its purpose, but not enough to say for sure why or how it was constructed. Astronomers, archaeologists and historians continue to debate theories on its construction and purpose, but the only thing that can be said for certain is a description of what still exists today.

On the outside of the main monument is a circle of 17 sarsen stones, or sandstones, left from a set of about 30. These rocks stand four metres high and weigh about 25 tonnes each. Some of them still retain their lintels, which would have been secured in a type of tongue-and-groove slot.

Within this is a larger sarsen stone horseshoe in the middle of the monument. There are remnants of what would have been five sets of two stones with a lintel on top — called a trilithon after the Greek word for three stones. The tallest of these upright sarsen stones is about 7 meters tall with lintel, acting as a reminder that the word sarsen comes from “saracen”, meaning heathenish, foreign and vaguely satanic.

Some of the most interesting theories still being generated about Stonehenge have to do with the bluestones, the small rocks set in a circle between the

The elusive bluestones, now very small, still ignite debate.

 sarsen stone circle and sarsen stone horseshoe. Originally, there may have been as many as 60, but only a few stand today, two of which are believed to be lintels. A bluestone horseshoe can also be found within the large sarsen stone horseshoe, which would have originally been made up of 19 stones. Again, few of these are left. The stones were placed in such a way that they increased in size towards the centre and alternated in shape between tall, thin pillar-like stones and stones of a tapering obelisk shape.

These bluestones, now severely weathered and covered in lichen, may not appear blue. But if freshly broken, most would have a slaty-blue color. There are five color variations represented in the bluestones found at Stonehenge. Some contain crystals that have given them a different shade when broken, such as the spotted dolerite, named for its pink crystals, which emits a pinkish hue. Within the bluestone horseshoe is the Altar stone — a blue-grey stone from the shores of Milford Haven in Pembrokeshire. It may have once stood upright but now lays underneath one of the great sarsen trilithons, and is about five metres long.

Many other stones, of more historical and astronomical importance, also mark the site. One of the most intriguing is the “Heel stone.” It stands along a laneway, known as the Avenue, that extends from the open horseshoe, on the northeast corner of the monument and down toward the River Avon, two kilometers away.

Along the Avenue, closer to the stone circles, is the “Slaughter Stone” that may have once been part of a pair of stones, forming a gate to the main monument. Shaped around the stone circles are two pillar stones, known as the “Station Stones.” Originally there would have been four, placed in the shape of a rectangle.

A bank-and-ditch, or the henge of the monument, circles the main monument at about 91 metres in diameter. On the inside boundary of the henge are 56 pits, known as “Aubrey Holes” that can barely be seen. Closer to the stone circles are two other sets of pits, called “Z” and “Y” holes. These were the last additions to the monument and may have been carved out to accommodate more bluestones, but now lay empty.

The Heel Stone of the monument was once upright but now leans into the monument at 30 degrees.

All of the stones were brought far distances to Salisbury Plain, using only muscle and primitive tools, like ropes and wooden

A side shot of the large trilithons that tower above the stone circle.

 levers. The sarsen stones are believed to have been brought from Marlborough Downs, 30 kilometers to the north of Stonehenge, which is a feat incomparable by today’s standards. But even more intriguing than this is the mystery of the bluestones. They are believed to have come from the Preseli Mountains in southwest Wales, nearly 385 kilometers away. How these stones, each weighing four tones, arrived at Stonehenge is still debated. But regardless of how they came to the site, it appears to have required much effort in a time before the invention of the wheel.

“Clearly, a lot of trouble was taken by the builders to put those things up — and some of the stones were brought from a long way away,” says Witcombe. “Which also, incidentally, signifies how important that spot on Salisbury Plain must be if they went to all that trouble to get those stones to that particular place.”

“It’s not the stones that make it sacred. It’s the spot that’s already sacred, or holy, and then the stones are built,” says Witcombe.

And construction couldn’t have been much easier than hauling those stones all that way.

The key is to choose your subject carefully. Whose life would you be excited to learn about? You’re bound to find out all kinds of interesting information as you read and research. But first, let’s make sure you know what a biography is.

What Is a Biography?
A biography is the written story of a person’s life. It includes all the facts about a person’s life–birthplace, childhood experiences, and so on. But the important part of a biography is its ability to express what makes this person special. For example, Michael Jordan’s biography tells what makes him one of the greatest basketball players that ever lived.

How Do I Choose a Biography to Report on?
There are stacks of biographies in the library and the bookstore–even on the Internet. The best way to start is to choose someone whom you are very curious about–Olympic skater Michelle Kwan? Dancer and choreographer Martha Graham? Soccer star Mia Hamm? Ray Kroc, the entrepreneur behind McDonald’s hamburger chain? Walt Disney? For online information about thousands of folks, go to , the Biography Resource.

• links to sites that focus on the lives of individuals or groups of people .
• links to sites that contain worthwhile collections of links to other biographical resources.
• links to primary biographical source material such as images, diaries, memoirs, correspondence, interviews, oral histories, etc.
• links to some of the best biographical dictionaries.
• links to short dictionary entries.
• links to fan biographies of living rock stars, soap stars, movie stars, etc.
• links to sites where special effects overwhelm content.

How Do I Begin My Report?
Start off with this information:

• title of the book
• author of the book
• whom the book is about
• the person’s special accomplishment

Then sum up the person’s life in a few introductory paragraphs. You can accomplish this by discussing some of the events or relationships that influenced the course of the subject’s life:

• date of birth
• hometown
• education (high school? college?)
• type of work
• relationships (siblings? married? kids?)

What Do I Say in the Middle of the Report?
Consider answering the following questions:

• How has this person made an impact on others’ lives?
• What happened in this person’s younger life that prepared him or her for this accomplishment or pursuit? What obstacles did he or she overcome?
• What kind of personality does this person have? Intelligent, generous, far-sighted? How did this help this person?
• What are three things you found out that surprised you? Your teacher and classmates are probably interested in hearing about these things too.

How Do I End the Report?
You might want to answer these questions as a way to end your report:

• Would you recommend this book to a friend? Explain why or why not.
• If you could have one thing in common with this person, what would it be? Ingenuity? Savvy business skills? Courage? Why?

Want to Give Your Project Extra Flair?
Go the extra mile. Add some multimedia elements to your project.

• Include a picture of the person.
• Include a voice recording of the person.
• List web sites you visited that have more information on this person.

Where Can I Find More Information About Biographies?
Check out Biography.com for winning essays in the Biography of the Year essay contest (grades 5-12).

You might feel alone, but you’re not. Thousands of freshmen and first-year graduate students have faced the same decisions and questions you’re facing now. We talked to them and asked for their advice so that you can make the most of your new life.

Communicating on the Cheap

Those “1-800″ collect call commercials may be cute, but don’t be fooled. Calling collect is a great deal for you, but it can turn family and friends against you when they get the bill. But fear not–there are plenty of inexpensive ways to communicate with friends and family back home

E-mail and Beyond

Free computers and free Internet access are two of the best perks you get as a college student. Use e-mail often. It’s free. Add a few basic peripherals and you can send more than text to friends and family. Take advantage of microphones and scanners to send voice greetings or pictures to the folks back home.

Chat

If you don’t mind typing but hate waiting for people to respond to your e-mail, then instant messaging or real-time chat is for you. There’s free instant messaging software and chat clients out there for you to download, from the ubiquitous Yahoo messenger to MSN Messenger to ICQ. Some of these programs include chats that let you talk to old friends or make new ones. It’s 100% free whether you’re talking to your cousin in Canada or your boyfriend studying abroad in Belgium. Just remember that the people you want to talk to will need to download the free software and register with the chat service.

Internet Long Distance

If you’ve just got to hear the sound of your best friend’s voice back home, there is another potentially free Internet option for you. Internet Phones offer all the back-and-forth banter of a regular phone call for virtually none of the price. PC-to-PC Internet telephone service providers can route calls directly onto the Internet for free. PC-to-Phone operators like www.tuitalk.com t and israelnewsagency.com charge a fee that usually beats regular telephone rates.

This option takes a little more effort. You’ll need your own computer with microphone and sound card. You’ll also need to decide what kind of Internet phone service you need (PC-to-PC or PC-to-Phone), select a provider, and download the necessary software. Also, reception may vary. But who needs to hear a pin drop when you’re talking cross-country for free?

Calling on the Competition

If you live off-campus or can choose your long-distance provider, you’re in luck. Competition has brought long distance rates way down – as low as five cents a minute with many plans. Use the cool (and free!) WebPricer from the Telecommunications Research and Action Center to figure out which long distance plan will save you the most based on who you call and when. You may find that calling isn’t that expensive after all, as long as you keep an eye on the clock and don’t ramble.

The Old Fashioned Way

If all else fails, there’s always the nearly lost art of letter writing. For a flat rate of 33 cents, you can go on and on and on. Well, not too long, or you’ll have to smack on another stamp. Even if you’re happy with your daily e-mail missives to friends and Sunday afternoon 5-cents-a-minute calls to mom, nothing beats writing a good old-fashioned letter or-better yet-the joy of seeing one waiting for you in your mailbox.

Preparing for Class

Preparing for Class

Starting your first year of law school? The graduate school experience can be quite different from what you were used to as an undergrad. Knowing what to expect can make things a lot easier. This article, part of the Law First Year Survival Guide, will tell you what to expect as you head into class.

Decide on the Event
What should your scrapbook be about? Here are some ideas: a birthday, a graduation, a school dance, a class trip, a holiday, a family vacation.

Gather Supplies
Look for scrapbook supplies at craft, photography, and office supply stores. Some basic things you’ll need are an album or three-ring binder and acid-free paper, permanent pens, glue or tape, and photo corners. You’ll need to use acid-free materials if you want your scrapbook to last. Most paper contains acid, which will cause photos and other materials to change color over time.

Some other useful supplies are labels, stickers, stencils, rubber stamps, and paper punches.

Organize Your Memorabilia
Gather all the materials about your event–photos, ticket stubs, programs, invitations, letters, and so on. Sort through the pile and pull out anything you want to include in your scrapbook. Then arrange the materials in a logical sequence.

Design Your Scrapbook
Before you get out the glue or tape, lay out each page with the items you want to include. Try different arrangements until you find what you like. Remember to leave room for page titles and photo captions (and room to three-hole punch the pages if you are using a binder). Then sketch your design lightly in pencil as a guide for each page.

Once you’ve glued or taped down your photos and other items, add captions or journal entries to the pages. Make your scrapbook more personal by including quotations or comments from family members or friends.

Scrapbook Resources
For more ideas on scrapbooking, see Making Memory Books by Amanda Lewis (Kids Can Press, 1999). There are a lot of resources available on the web, too. Check out the Scrapbooks section of the Family Crafts site on about.com for great tips and ideas. Many web sites include information about scrapbook techniques as well as printable forms and patterns. There is even information about scrapbook clubs whose members share ideas and materials. You might find that scrapbooking becomes a lifetime hobby!

Don’t despair. There are lots of current-event resources available, as well as great ways to generate ideas for your essay.

But first, let’s define some terms:

• A current event is anything going on in the world today that’s attracting notice in the news media; i.e., newspapers, TV news programs, and online news services.
• When your teacher assigns you an essay, he or she wants you to sum up the current event and offer your own thoughts about it.

Pick a Topic

How can you pick out a topic from the hundreds of news stories in the media? Try these tips:

• Browse! Set aside an hour or two to flip through newspapers and magazines at your town library. Or browse current-event news on your favorite Web news service. Try visiting CNNfyi.com, too; it’s an excellent source of information for current-events research.
   
• Follow your interests. Look for news stories that catch your interest–you’ll have more thoughts on the topic to work into your essay.
   
• Cast your “net” wide. Consider choosing a topic beyond your “comfort zone”; for example, an event that’s happening in a culture or country other than your own.
   
• Read enough–but not too much. Don’t feel that you have to read all the stories available on a topic. Read just enough to gain a solid understanding of the topic and to start generating thoughts about it.

Brainstorm Ideas for Your Essay

Once you’ve chosen a topic and read about it, how do you generate ideas for your essay? These tips can help. We’ll use a timely topic–present-day slavery in the African country of Sudan–as an example.

1. Sum up the story. Sum up the basic facts about the topic. Example: “In Sudan, soldiers from the north raid villages of the Dinka and Nuba tribes. They burn homes and steal men, women, and children, bringing them north and keeping them as slaves.”

    

2. Brainstorm ideas. Look over the articles and reports you found on the topic and see what interesting questions or thoughts come to mind about it. Examples:
   • How does this situation compare with slavery in earlier centuries or other regions of the world?
   • Why is this situation happening? What are some possible solutions?
   • Put yourself in the place of an enslaved Dinka or Nuba. How would you cope with your plight?
3. Consult more resources if necessary. Even novels based on real events can give you ideas. Example: You might want to check out the true-to-life novel Dream Freedom by Sonia Levitin. (The novel describes a group of American students’ efforts to stop Sudanese slavery.)

Start Writing

Once your research is done, it’s time to boot up your computer and start composing

Also, Ruiz said the sculpture of Adam and Eve were in the transverse arch of the Cathedral of Granada, while the busts of the Virgin of Bethlehem and St. Paul were in the Cathedral Museum. These images will be returned to the temple after having been restored for a period of approximately 22 months since, especially the first, “needed urgent intervention in terms of support for the separation of parts” among other reasons, as noted one of his restorative, Maria Teresa Real.

Thus, the restoration of these busts expressed that they “had a very mixed condition,” so they had to act upon “the particular needs of each.” Thus, highlighted the works of Adam and Eve, which has been brought to light a “unique polychrome” and “the same in the two heads after removing previous interruptions and different layers that obscured the original colors “, stressing that they could” save the original color, which helps unify the sculptural.

In this line, said Ruiz, the size of St. Paul has followed the same process, as has been obtained through various techniques the original color, as happened with the Virgin of Bethlehem, which is has made “a clean surface. In addition, a preventive manner, has carried out a sculpture disinsection make some alterations caused by insect borers.

BUSTS OF ADAM AND EVE
Made by Alonso Cano to 1666, remained unfinished at his death, so that the polychrome was carried out in 1676 his pupil, Juan Velez de Ulloa. The cathedral chapter of Granada acquired the estate of the artist, being documented from the eighteenth century its location on the site now occupied in the Cathedral, the transverse arch of the chancel.
In these busts is evident, “evidently, the genius of Alonso Cano, and even without complete its polychromy, transmitted through volumes of his greatness and his keen modeling expressive intention” so that as the said Instituto Andaluz del Patrimonio Historico, “represent the culmination of the production material of this artist, one of the best figures of Andalusian Baroque.

OUR LADY OF BETHLEHEM
With this small image – 45 inches – conducted in 1664 to replace the teacher Immaculate had carved Lectern for the auction of the Cathedral of Granada, Cano follows the outline sketch of his last Immaculate although with some variations. Intervention in the IAPH has been focused on conservative action and in the realization of a uniform cleaning of the work, which had been submitted prior to cleaning uneven. Furthermore, it has returned with polychromy in some areas which had experienced losses of paint.

BUST OF SAN PABLO
Held on the last leg of the artist around the years 1660 and 1665, is preserved in the Museo de la Catedral de Granada. This is an absolute masterpiece of Cano, which “is distancing itself from its usual intimate and concentrated forms” to provide a sculpture – 46 inches – “extrovert” features tormented, strong expression and full beard base wrought of “winding and long locks of hair,” imagers effect previously tested as Andres de Ocampo, recalling his style “the Moses of Michelangelo’s immortal.”

The sociability of a culture have an impact on the forms of social organization and therefore its economic and political development. An article by Fukuyama (1996), entitled “Social capital and the global economy,” emphasizes culture as the promoter of economic development when it facilitates the spontaneous forms of socialization that is trusted among strangers, to “work together in new ways and flexible organization. ” These forms of spontaneous sociability is weakened in those cultures that make stress upon family relations, giving rise to more serious when education and work are also weaknesses of culture.

Confucian and Judaic cultures underlie the development of their processes of socialization in familism it weakens its organization, but offset this effect with the strength they derive from their education and work. Fukuyama (1996) exemplifies the original argument of Max Weber’s strong Chinese cultural orientation toward the family, is an obstacle to the modernization of its development, affirming the importance attached to ties of kinship and “the centrality of the family in that culture” in the Chinese organizations for recruitment and selection of managers, supporting this argument as “the reason for the relatively small scale of Chinese businesses,” which affects the existence of relatively “few large corporations, hierarchical, professionally managed,” characteristics of the Japanese organizations.

The researcher concludes that currently emerging economic cultures of China and Japan as two rival economic cultures “with their own guidelines and features that characterize it:” Each of these cultures are united in the literal sense for large organizations typically based network in generalized social trust in the Japanese case and the family and kinship in the Chinese case. These networks obviously interact with each other on many points, but their internal wiring diagrams come along very different avenues. ”

The contrasts between the two cultures, Japanese and Chinese, whose common denominator is the “Asian model” show that there are, according to Fukuyama (1996) “cultural aspects common to virtually all societies of East Asia. The contrasts between the two Asian cultures have serious implications for every one in particular. Among these common features to the model affected by Confucian culture, the researcher states:
a. – the respect for education, and
b. – a strong work ethic.
But despite these features common to both Asian cultures, “… in terms of industrial structure is a long way … and will be difficult for Chinese companies to adopt Japanese practices.”

Another good example is quoted by Fukuyama (1996) analysis by Banfield in a village with an Italian peasant culture “whose families were nuclear, small and weak. The family business continued to be marginal and employers failed to build because they believed it obligation of the State do it for them. ” The conclusion drawn by Banfield’s analysis can be validated in a culture like ours which has many similar traits and Italian.

Fukuyama’s study are the similarities of family and cultural characteristics of different countries which make them look regardless of the economic bloc to which they belong and which are also its significance for economic development, thus rests on the thesis Weber postulated that the economic development of countries is based on values and religious beliefs, which also overlap with the political, social and cultural rights. Zabludowsky (1996), interpreting the work of Fukuyama and Weber, sustains that “the causes of our economic underdevelopment can be explained by the differences between a” fighting tradition “feature of Anglo-Saxon Protestant and a” contemplative tradition “of the Iberian Catholicism. The terms “fighting tradition” and “tradition contemplate” are terms originally used by Basanez (1986).

However, even Fukuyama (1996) not sure that “the inability of low-trust societies to create large-scale organizations, constitutes a particular constraint to economic growth rates set …”. and with the benefit of the doubt, argues the rapid growth in the decade of the eighties experienced economies “Italy and other Latin and Catholic Familists companies in the U.S.”, “discarding therefore Mexican society -. With this argument, Fukuyama (1996), corrected to Max Weber who argued that the strong cultural orientation of Chinese society family privilege to be the main obstacle to their “economic modernization”. Do not forget the various cultural reasons that explain the differences in family relations in different countries and appears not taken seriously by Fukuyama although intended as an argument to prove otherwise to explain the economic development of countries.

Despite this analysis, Fukuyama (1996) concludes: “But clearly both the need for an industrial policy as the ability to implement it depends on cultural factors such as social capital.” Although questions about the importance of culture, and the orientation of the securities have been a constant concern in sociological theory, says Zabludowsky (1996), by referring to the fact that it is a controversial author who again put this issue in the forefront. However, it strongly criticized for its lack of scientific rigor. One of these criticisms are straightened to the simplistic presentation that Fukuyama makes “family trust-trust parity extrafamilial a zero sum game where the increase in one necessarily leads to a decrease of the other” in a narrative that recalls the use of “double standard” of Mexican conceptualize it as “a being masked,” said Peace (1972) or the weight of the “colonial servitude described by Ramos.

N. Mazar, a professor of marketing at the Rotman School of Management at the University of Toronto and buying green products, and coauthor Chen-Bo Zhong, an assistant professor of organizational behavior at the Rotman School, have conducted three experiments. The first, conducted with the participation of 59 student volunteers (including 32 women), showed that people perceive eco-consumers as being more cooperative, altruistic and ethical than others.

For the second experiment, 156 students (95 women) were divided into 2 groups: people visiting an online store and other eco surf shop in a conventional line. In both groups, some could make purchases online, others not. During a game simply subjects exposed to organic products have shared more money than those who visited the shop treaty. In contrast, those who had shopped in the store less organic than the others shared.

More lies and theft among buyers green
In the final experiment, 90 participants (56 women) have all sailed on an online shop organic but, again, some might buy while others could not. When a new game, buyers were more liars and stole more cash than others. “This is not to point fingers at people who buy green products. The message is more important, said Nina Mazar, do a selfless act does not mean that all our actions will be. ”

But the people have awareness of this green-washing going mental when they buy green products? And, more importantly, would they feel entitled to break moral rules more important? Teachers and Mazar Zhong does not yet know the answer and are eager to explore these new tracks .